C\J 


Q 


University  ol  the  State  ol  New  York  Bullet])) 

Entered  as  second-class  matter  August  2,  1913,  at  the  Post  Office  at  Albany,  N.  Y , 
under  the  act  of  August  24,  191  a 


Published  fortnightly 


No.  713 


ALBANY,  N.  Y. 


July  i,  1920 


New  York  State  Library 

Library  School  Bulletin  45 

STANDARD  LIBRARY  ORGANIZATION  AND 
EQUIPMENT   FOR    SECONDARY   SCHOOLS 


REPORT  OF  A  COMMITTEE  OF  THE  RATIONAL  EDUCATION  ASSOCIATION 

ON  LIBRARY  ORGANIZATION  AND  EQUIPMENT 
C.  C.  CERTAIN,  Chairman,  Cass  Technical  High  School,  Detroit,  Mich. 


PAGE 

High  school  library  standardiza- 
tion    8 

Suggestions  to  state  high  school 

inspectors 9 

Standard  library  organization  and 

administration 1 1 

Requisites 1 1 

Attainable  standards 1 1 

Junior,  high  schools 24 


PAOE 

High    schools    enrolling    under 

200 25 

Senior  high  schools  enrolling 

200-500 28 

Senior  high  schools  enrolling 

500-1000 30 

Senior  high  schools  enrolling 

1000-3000 32 

References 


LsrSm- Mr  20-6000  (7-177™) 


ALBANY 

THE    UNIVERSI  :  TATE  OF  NEV, 

1920 


;  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

-,/  Regent!  of  the  University 

"     * .  With  years  when  terms  expire 

**,  t    /  (Revised  to  December  i,  1920) 

PLINY  T.  SEXTON  LL.B.  LL.D.  Chancellor    -    -  Palmyra 

1927  ALBERT  VANDER  VEER  M.D.  M.A.  Ph.D.  LL.D. 

Vice  Chancellor  Albany 

1922  CHESTER  S.  LORD  M.A.  LL.D.     -     -    -    -    -Brooklyn 

1930  WILLIAM  NOTTINGHAM  M.A.  Ph.D.  LL.D.    -    -  Syracuse 

1924  ADELBERT  MOOT  LL.D.  -  Buffalo 

1925  CHARLES  B.  ALEXANDER  M.A.  LL.B.  LL.D. 

Litt.  D.  -  Tuxedo 

1928  WALTER  GUEST  KELLOGG  B.A.  LL.D.  -    -  -  Ogdensburg 
1932  JAMES  BYRNE  B.A.  LL.B.  LL.D.  -    -  -  -  New  York 

1929  HERBERT  L.  BRIDGMAN  M.A.  LL.D.  -  -    -  -Brooklyn 

1931  THOMAS  J.  MANGAN  M.A.  -  Binghamton 
1921  WILLIAM  J.  WALLIN  M.A.  -------  Yonkers 

1923  WILLIAM  BONDY  M.A.  LL.B.  Ph.D.  -    -  New  York 

President  of  the  University   and  Commissioner  of  Education 

JOHN  H.  FINLEY  M.A.  LL.D.  L.H.D. 

Deputy  Commissioner  and  Counsel 

FRANK  B.  GILBERT  B.A.  LL.D. 

Assistant  Commissioner  and  Director  of  Professional  Education 

AUGUSTUS  S.  DOWNING  M.A.  Pd.D.  L.H.D.  LL.D. 

Assistant  Commissioner  for  Secondary  Education 

CHARLES  F.  WHEELOCK  B.S.  LL.D. 

Assistant  Commissioner  for  Elementary  Education 

GEORGE  M.  WILEY  M.A.  Pd.D.  LL.D. 

Director  of  State  Library 

JAM.ES  I.  WYER,  JR,  M.L.S.  Pd.D. 

Director  of  Science  and  State  Museum 

JOHN  M.  CLARKE  D.Sc.  LL.D. 

Chiefs  and  Directors  of  Division! 

Administration,  HIRAM  C.  CASE 

Archives  and  History,  JAMES  SULLIVAN  M.A.  Ph.D. 

Attendance,  JAMES  D.  SULLIVAN 

Examinations  and  Inspections,  AVERY  W.  SKINNER  B.A. 

Law,  FRANK  B.  GILBERT  B.A.  LL.D.,  Counsel 

Library  Extension,  WILLIAM  R.  WATSON  B.S. 

Library  School,  EDNA  M.  SANDERSON  B.A.  B.L.S. 

School  Buildings  and  Grounds,  FRANK  H.  WOOD  M.A. 

School  Libraries,  SHERMAN  WILLIAMS  Pd.D. 

Visual  Instruction,  ALFRED  W.  ABRAMS  Ph.B. 

Vocational  and  Extension  Education,  LEWIS  A.  WILSON 


New  York  State  Library 

Albany,  25  February  1920 
Hon.  John  H.  Finley 

.     President  of  the  University 

DEAR  SIR: 

The  indispensableness  and  full  value  of  a  competently  adminis- 
tered school  library  are  not  yet  fully  recognized  by  school 
authorities. 

The  National  Education  Association  has  recently  printed  the  most 
important  single  document  which  has  yet  appeared  relating  to 
standards  of  organization,  equipment  and  efficiency  for  high  school 
libraries.  This  pamphlet  the  State  of  New  York  is  permitted  to 
reprint,  with  certain  minor  changes  and  additions  which  increase 
its  effectiveness  for  local  use. 

That  there  may  be  more  and  better  high  school  libraries  in  the 
State,  it  is  deemed  useful  to  put  a  copy  of  this  report  into  the  hands 
of  every  high  school  principal,  district  superintendent,  normal 
school  teacher  and  librarian  (both  school  and  public),  and  to  make 
copies  easily  available  to  those  who  go  out  from  normal  schools 
and  colleges  to  teach  and  who  may  be  called  upon  to  act  as  school 
librarians. 

We  unite  in  recommending  its  publication. 
Very  truly  yours 

J.  I.  WYER,  JR 
Director,  New  York  State  Library 

SHERMAN  WILLIAMS 
Chief,  School  Libraries  Division 

UNIVERSITY    OF    THE    STATE    OF    NEW    YORK 
THE    STATE   DEPARTMENT    OF    EDUCATION 

Approved  for  publication  this  ifth  day  of  March,  1920 


President  of  the  University 


4169 


University  ol  the  State  ol  New  York  Bulletin 

atter  August  2,  1913,  at  the  Posl 
mder  the  act  of  August  24,  1912 

Published  fortnightly 


Entered  as  second-class  matter  August  2,  1913,  at  the  Post  Office  at  Albany,  N.  Y.p 
under  the  act  of  August  24,  1912 


No.  713 


ALBANY,  N.  Y. 


July  i,  1920 


STANDARD  LIBRARY  ORGANIZATION  AND  EQUIP- 
MENT FOR  SECONDARY  SCHOOLS 

REPORT  OF  A  COMMITTEE  OF  THE  NATIONAL  EDUCATION  ASSOCIATION 
ON  LIBRARY  ORGANIZATION  AND  EQUIPMENT 

C.  C.  CERTAIN,  Chairman 
Cass  Technical  High  School,  Detroit,  Mich. 

Collaborators 


MARY  E.  HALL 
Librarian,    Girls    High    School 

Brooklyn,  N.Y. 
FRANK  IRVING   COOPER 

Chairman,  N.E.A  Committee  on 
Schoolhouse  Planning  and  Con- 
struction ,• 

Boston,  Mass. 
MARTHA  WILSON 

Supervisor  of  School  Libraries, 
Public  Library 

Cleveland,  Ohio 
EMMA  J.  BRECK 

Head  of  Department  of  English, 
University  High  School 

Oakland,  Cal. 
LUCY  E.  FAY 
Librarian,  University  of  Tennessee 

Knoxville,    Tenn. 
EDNA  B.  PRATT 
Librarian,  Public  Library 

Passaic,  N.  J. 
ELIZABETH  KNAPP 
Head    of     Children's    Department, 
Public  Library 

Detroit,  Mich. 
MARY  SULLIVAN 

Department  of  English,  Schenley 
High  School 

Pittsburgh,  Pa. 
JESSE  B.  DAVIS 

Principal,  Central  High  School 

Grand    Rapids,    Mich. 
HANNAH  LOGASA 

Librarian,  School  of  Education, 
University  of  Chicago  f 

Chicago,  111. 
WALTER  G.  HOOD 

Principal,  Gilbert  High  School 
Winsted,  Conn. 


R.  T.  HARGREAVES 

Principal,    North    Central    High 
School 

Spokane,  Wash. 
H.  A.  HOLLISTER 

State  High  School  Visitor, 
University   of   Illinois 

Urbana,  111. 
FLORENCE  HOPKINS 
Librarian,  Central  High  School 

Detroit,    Mich. 
W.  W.  BISHOP 

Librarian,  University  of  Michigan 

Ann  Arbor,  Mich. 
H.  O.  SEVERANCE 
Librarian,  University  of  Missouri 

Columbia,  Mo. 
CLARENCE  KINGSLEY 
State  High  School  Inspector 

Boston,  Mass. 
JAMES   FLEMING   Hosic 

Editor  of  the  English  Journal 

Chicago,  111. 
BESSIE  SARGEANT  SMITH 
Supervisor  of  Branch  Libraries 

Cleveland,   Ohio 
WILLIS  H.  KERR 

Librarian,   Kansas   State   Normal 
School 

Emporia,  Kan. 
HARRIET  WOOD 

Supervisor  of  School  Libraries 

St    Paul,  Minn. 
FRANK  K.  WALTER 

Librarian,    General    Motors    Cor- 
poration 

Detroit,  Mich. 
ELLA  MORGAN 

Librarian,  Lincoln  High  School 
Los  Angeles,  Cal. 


••./'  FOREWORD 

* 

:  ;.  "   :          c.  c.  CERTAIN,  CHAIRMAN 

The'iibrary  committee  of  the  department  of  secondary  education 
of  the  National  Education  Association  was  organized  in  1915  at  the 
annual  meeting  in  Oakland,  Cal.  The  members  of  the  committee 
at  that  time  decided  that  two  purposes  should  be  carried  out  during 
the  year:  first,  to  investigate  actual  conditions  in  high  school  libra- 
ries throughout  the  United  States ;  and  second,  to  make  these  condi- 
tions known  to  school  administrators  and  to  secure  their  aid  in 
bettering  existing  conditions.  The  first  purpose  was  accomplished 
through  a  series  of  surveys,  including  the  states  of  the  South,  of 
the  Middle  West,  of  the  West,  and  of  the  East.  A  report  based 
upon  these  surveys  was  presented  to  the  secondary  department  at 
the  New  York  City  meeting  in  1916  and  published  in  the  Proceed- 
ings of  that  year.  Gathered  together  at  that  meeting  were  high 
school  principals,  teachers,  librarians,  and  state  and  city  superin- 
tendents, who,  in  discussing  the  problems  relating  to  high  school 
libraries,  gave  a  new  conception  of  the  status  of  the  library  in  the 
high  school.  It  was  through  this  program  that  the  committee 
accomplished  its  second  purpose.  Taking  part  in  the  discussions  at 
the  meeting  were  such  men  as  Doctor  Davidson,  of  Pittsburgh,  Pa. ; 
Mr  Jesse  B.  Davis,  of  Grand  Rapids,  Mich.,  and  Prof.  Charles 
Hughes  Johnston,  of  Urbana,  111.  A  full  account  of  the  meeting, 
with  papers  contributed  by  the  speakers,  is  published  in  the  National 
Education  Association  Proceedings  for  1916. 

It  was  the  sense  of  the  department  at  that  time  that  the  library 
committee  should  be  continued  and  that  it  should  work  out  a  con- 
structive program  of  library  development  acceptable  to  the  second- 
ary department.  Professor  Johnston  consented  to  take  the  leader- 
ship in  this  movement.  He  was  also  chairman  of  the  commission 
on  unit  courses  and  curriculums  of  the  North  Central  Association  of 
Colleges  and  Secondary  Schools.  As  chairman  of  this  commission 
he  organized  a  library  committee  with  the  purpose  of  preparing, 
under  the  guidance  of  the  members  of  the  commission,  a  much 
more  detailed  report  than  seemed  possible  in  the  National  Educa- 
tion Association.  It  was  my  great  pleasure  to  act  as  chairman  of 
this  library  committee  of  the  commission  and  to  work  under  the 
leadership  of  Professor  Johnston.  He  planned  to  secure  the  adop- 
tion of  the  projected  report  by  the  North  Central  Association  and 
then  to  present  it  to  the  secondary  department  of  the  National 
Education  Association  for  similar  action. 


LIBRARY   ORGANIZATION    FOR   SECONDARY   SCHOOLS  7 

Professor  Johnston's  untimely  death  in  the  early  stages  of  these 
plans  brought  irreparable  loss  to  the  teaching  profession;  but  his 
plans,  which  were  projected  with  characteristic  clearness  and  vigor, 
have  survived  and  have  been  given  expression  in  the  following 
report  prepared  by  the  library  committee  of  the  commission.  I  was 
asked  to  accept  the  chairmanship  of  the  library  committee  of  the 
secondary  department  and  hence  have  had  the  privilege  of  carrying 
out  the  program  planned  by  Professor  Johnston.  According  to  his 
plans  I  have  presented  the  report  of  the  library  committee  both  to 
the  North  Central  Association  and  to  the  secondary  department  of 
the  National  Education  Association.  The  report  has  been  adopted 
by  both  organizations.  The  action  of  these  organizations  has  thus 
given  school  administrators  a  national  standard  for  high  school 
library  development. 

The  library  committee  has  been  instructed  to  prepare  a  report  on 
"Methods  of  Using  the  Library  in  Teaching  the  High  School 
Subjects,"  to  be  presented  at  the  next  annual  meeting  of  the 
secondary  department. 


8  NEW    YORK    STATE    LIBRARY 

THE  NEED  FOR  HIGH  SCHOOL  LIBRARY 
STANDARDIZATION 

JESSE    NEWLON,    SUPERINTENDENT   OF   SCHOOLS,   DENVER,    COL. 

In  the  building  of  high  schools  in  the  past  twenty-five  years  it  has 
been  the  custom  to  provide  adequately  or  approximately  so,  for 
science  and  a  little  less  generously  for  household  arts  and  manual 
arts.  I  do  not  wish  to  say  anything  whatever  in  disparagement  of 
the  provision  made  for  science.  We  have  not  provided  more  than 
adequately;  we  have  invested  no  more  money  in  science  than  we 
should.  In  fact,  the  war  is  teaching  us  that  we  must  spend  more 
money  in  every  line  than  we  have  ever  spent  before.  But  in  plan- 
ning our  high  school  we  have  overlooked,  with  very  few  exceptions, 
the  high  school  library. 

What  is  true  of  high  schools  in  general  is  true  of  junior  high 
schools  in  particular.  The  library  in  the  junior  high  school  is  just 
as  important  as  the  library  in  the  senior  high  school;  indeed,  far 
more  so  in  many  respects.  Most  boys  and  girls  leave  school  before 
they  reach  the  senior  high  school,  in  fact  before  they  reach  the  tenth 
grade  of  the  public  schools.  If  we  are  really  to  teach  them  to  use 
the  library,  if  we  are  really  to  create  in  them  an  interest  in  good 
books,  an  interest  in  study,  it  must  be  done  in  the  junior  high  school. 
In  my  mind  the  need  of  library  development  applies  in  particular 
to  the  junior  high  school. 

There  are  a  few  well-planned  high  school  libraries  in  the  United 
States.  Sometimes  there  is  a  large  study  hall  for  the  library  — 
generally  just  one  room  with  no  workroom  or  conveniences  of  any 
kind  for  the  library  staff.  The  reason  for  this  has  been  that  in  the 
science  department  we  have  had  definite  standards  by  which  to 
design.  These  standards  have  been  worked  out  during  many  years 
in  the  colleges  and  in  the  secondary  schools.  We  have  appreciated 
the  importance  of  science  in  the  high  school  curriculum.  We  have 
had  standards  in  the  university  laboratories.  In  the  laboratories  in 
the  high  schools  we  have  laboratory  equipment.  It  has  been  easy, 
therefore,  to  convince  boards  of  education  that  it  is  necessary  to 
provide  these  —  and  so  for  the  chemistry  department,  the  physics 
department,  or  for  science  of  whatever  kind  common  to  the  curricu- 
lum. We  have  been  able  to  take  boards  of  education  to  neigh- 
boring cities  and  show  them  what  has  been  done,  but  we  have  been 
unable  to  do  that  in  the  library  field. 


LIBRARY   ORGANIZATION    FOR   SECONDARY   SCHOOLS  9 

Herein  lies  the  importance  of  the  report  on  Standard  Library 
Organization  and  Equipment  for  Secondary  Schools.  For  the  first 
time  administrators  see  that  the  library  is  the  very  heart  of  the  high 
school.  It  will  be  possible  now  for  those  of  us  who  believe  in  the 
importance  of  the1  library  to  talk  in  definite  terms  to  boards  of 
education  when  we  are  planning  junior  and  senior  high  schools, 
I  have  had  that  pleasure  within  the  last  four  months.  In  drawing 
up  my  plans  I  have  been  able  to  refer  to  this  recent  report  setting 
forth  library  standards,  and  I  am  happy  to  say  that  in  these  two 
schools  we  are  going  to  provide  as  adequately  for  the  library  as  for 
the  science  and  manual  arts  departments. 

Those  of  us  who  deal  with  boards  of  education  know  that  we  are 
likely  to  get  what  we  want  if  we  know  what  we  want.  The  person 
who  approaches  the  board  of  education  with  a  definite  program  in 
mind,  knowing  exactly  what  he  wants,  with  recommendations  and 
reasons  for  it,  is  likely  to  get  what  he  wants,  and  that  is  true 'of  the 
community.  School  superintendents  and  boards  of  education  who 
have  a  constructive  program  to  put  before  the  community  with 
good  reasons  for  it  will  win,  nine  cases  out  of  ten,  and  so  this 
library  report  will  make  it  possible  to  get  good  libraries  —  a  thing 
we  have  not  had  in  the  past.  Of  course  there  are  a  few  exceptions, 
but  in  general  we  do  not  have  adequate  arrangements  in  our  high 
schools,  either  in  room,  in  equipment,  or  in  staff  for  libraries. 

I  am  very  happy  to  say  that  at  the  meeting  of  the  North  Central 
Association  of  Colleges  and  Secondary  Schools  in  March  we 
adopted  this  report  as  one  of  the  recommendations  of  the  commis- 
sion on  unit  courses  and  curriculums,  and  that  similar  associations  of 
colleges  and  secondary  schools  in  the  South  and  Northwest  and  in 
various  other  parts  of  the  country  are  likely  to  take  similar  action. 
We  can  now  offer  boards  of  education  a  report  that  is  official  — 
really  official.  This  report  represents  the  best  thought  of  those 
who  have  studied  libraries  throughout  the  country.  Great  good  will 
come  from  that. 

SUGGESTIONS  TO  STATE  HIGH  SCHOOL  INSPECTORS 

It  is  suggested  that  a  committee  be  organized  in  each  state  to- 
make  a  survey  of  library  conditions  in  high  schools.  To  begin  the 
work  of  standardizing  libraries,  actual  conditions  should  be  studied 
in  relation  to  the  standards  given  in  this  report. 


IO  NEW  YORK  STATE  LIBRARY 

A  complete  survey  should  be  made  including  such  items  as: 
(i)  appropriate  housing  and  equipment;  (2)  professionally  trained 
librarians;  (3)  scientific  service  in  the  selection  and  care  of  books 
and  other  printed  material,  and  in  the  proper  classification  and 
cataloging  of  this  material;  (4)  instruction  in  the  use  of  books 
and  libraries;  (5)  adequate  annual  appropriations  for  salaries  and 
for  the  maintenance  of  the  library,  for  the  purchase  of  books,  for 
supplies,  and  for  general  upkeep;  (6)  a  trained  librarian  as  state 
supervisor  of  all  the  school  libraries  of  the  state. 

Based  upon  this  survey,  a  schedule  of  systematic  library  develop- 
ment should  be  outlined,  with  definite  annual  goals  to  be  attained, 
until  all  standards  have  been  achieved. 

It  is  estimated  that  not  more  than  five  years  should  be  required 
for  the  complete  achievement  of  standards  as  given  in  this  report. 

Representatives  of  the  state  education  department  and  (in  New 
York)  of  the  state  library  should  be  members  of  the  surveying 
committee. 

A  statement  of  library  conditions  should  be  contained  in  the 
annual  reports  of  sta'te  departments  of  education  and  in  the  reports 
of  high  school  inspectors. 


STANDARD  HIGH  SCHOOL  LIBRARY  ORGANI- 
ZATION AND  ADMINISTRATION 

This  report  endeavors  to  suggest  a  practical  working  standard 
for  the  following  types  of  high  schools: 

1  Junior  high  schools. 

2  High  schools  with  enrolment  below  200. 

3  Four-year  high  schools  or  senior  high  schools  with  enrolment 
between  200  and  500. 

4  Four-year  high  schools  or  senior  high  schools  with  enrolment 
between  500  and  1000. 

5  Four-year  high  schools  or  senior  high  schools  with  enrolment 
between  1000  and  3000. 

Appendix : 

1  Acknowledgments. 

2  References. 

REQUISITES  OF  A  STANDARD  LIBRARY  ORGANIZATION 

The  requisites  of  a  standard  library  organization  are:  (i)  appro- 
priate housing  and  equipment  of  the  high  school  library;  (2)  pro- 
fessionally trained  librarians;  (3)  scientific  selection  and  care  of 
books  and  other  printed  matter,  and  the  proper  classification  and 
cataloging  of  this  material;  (4)  instruction  in  the  use  of  books 
and  libraries  as  a  unit  course  in  high  school  curriculums;  (5) 
adequate  annual  appropriations  for  salaries  and  for  the  main- 
tenance of  the  library,  for  the  purchase  of  books  and  other  printed 
matter,  for  the  rebinding  of  books,  for  supplies,  and  for  general 
upkeep;  (6)  a  trained  librarian  as  state  supervisor  to  be  appointed 
as  a  member  of  the  state  education  department,  as  in  Minnesota,  or 
under  the  library  commission  in  cooperation  with  the  state  educa- 
tion department,  as  in  New  Jersey. 

ATTAINABLE  STANDARDS 

The  following  standards  are  recommended  as  attainable  in  the 
high  schools  of  the  United  States  within  the  next  five  years.  In 
general  these  standards  apply  to  all  high  schools. 

[ii] 


12  NEW    YORK    STATE   LIBRARY 

i     Housing  and  Equipment1 

a  Scientific  Planning 

In  establishing  a  new  high  school  or  a  new  library  in  a  high 
school,  the  librarian  should  be  secured  in  ample  time1  to  aid  in 
planning  the  library  room  and  in  selecting  the  equipment  and  books. 
No  school  superintendent  or  high  school  principal  should  undertake 
to  plan  a  new  library  without  the  expert  assistance  of  a  trained 
librarian.  Crudely  designed  libraries  are  wasteful  of  funds,  of 
space,  of  time  and  of  educational  force. 

b  Integral  Part  of  High  School  Organisation 
The  library  must  be  an  integral  part  of  the  high  school,  housed 
in  the  school  building,  and  should  not  as  a  rule  be  open  to  the 
general  public.2 

1  The  room  and  its  appointments.     The  library  reading  room 
must  be  centrally  located,  well  lighted,  and  planned  appropriately 
with  reference  to  general  reading,   reference  and  supplementary 
study.    It  must  be  emphatically  a  place  of  refinement,  comfort  and 
inspiration.     The  room  in  all  its  appointments-  should  be  a  place 
essentially  attractive  to  high  school  pupils  and  should  be  made  as 
free  of  access   to  them  as  is  possible. 

2  Freedom  of  access.     Freedom  of  access  to  the  library  must 
imply  not  only  freedom  to  consult  books  for  reference  and  for 
supplementary  and  collateral  study,  but  also  freedom  to  read  books 
for  recreation  and  pleasure.    The  pupils  should  have  .direct  access 
to  the  bookshelves. 

c  The  Reading  Room 

i  Location.  A  central  location  on  the  second  "floor  is  usually 
found  most  satisfactory  for  the  reading  room.  It  should  have  an 
exposure  admitting  plenty  of  light  and  sunshine.  It  should  be 
separate  from  the  study  hall  and  should  not  be  used  for  recitation 
purposes. 

It  should  be  near  the  study  hall.  The  library  should  be  con- 
nected with  the  study  hall  by  a  door  or  special  passageway  so  that 
pupils  may  go  from  the  study  hall  to  the  library  without  the  neces- 
sity of  securing  passes  to  the  library.  Where  this  is  not  feasible 
the  library  should  be  as  near  as  possible  to  the  study  hall. 


1  Architects  and  school  superintendents  planning  high  school  buildings 
should  have  on  hand  for  leference  the  standards  for  high  school  library 
rooms   set  forth  in  the  pamphlets  and  'books  marked  with   an   asterisk. 
Appendix  2,  Housing  and  Equipment. 

2  Local    developments    in    small    towns    in    some    instances    may    make    it 
desirable  to  open  the  library  to  the  public. 


LIBRARY   ORGANIZATION    FOR   SECONDARY   SCHOOLS  13 

2  Seating  capacity  and  area.     The  reading  room  should  be  pro- 
vided with  facilities  to  accommodate  at  one   full  period  readers 
numbering  from  5  to  10  per  cent  of  the  total  daily  attendance  of 
the  school.     In  high  schools  enrolling  500  pupils  the  reading  room 
should  have  a  seating  capacity  of  from  40  to  50 ;  and  those  enrolling 
loco  should  have  a  seating  capacity  of  from  75  to  100.    An  area  of 
at  least  25  square  feet  per  reader  is  required  for  complete  accom- 
modations  and   service.     The  minimum   seating   capacity   in;  the 
small  high  school  should  be  that  of  an  average  classroom. 

Tables  3  by  5  feet  and  seating  six  persons  are  the  standard  size 
recommended.  The  width  of  the  room  should  be  ample  to  accom- 
modate from  two  to  three  rows  of  tables  placed  with  sides  parallel 
to  the  short  walls  of  the  room  if  the  room  is  rectangular  in  form. 
A  space  of  5  feet  should  be  allowed  between  the  rows  of  tables  and 
between  the  tables  and  the  adjacent  walls.  Two  rows  of  tables 
should  be  provided  in  small  high  schools  and  three  rows  in  large 
schools. 

3  Lighting.     The  artificial  lighting  should  be  by  means  of  elec- 
tric ceiling  fixtures  of  either  the  indirect  or  semi-indirect  type. 

4  Finishes.     White  ceilings  and  light  buff  walls  give  the  best 
lighting  effects.    Dark  colors  should  be  avoided  in  woodwork  and 
trim. 

5  Wall  space.     All  possible  surface  downward  from  a  point  7  feet 
above  the  floor  should  be  utilized   for  shelving.     Chair,  railing, 
wainscoting,  and  baseboards  should  be  omitted,  and  the  walls  plas- 
tered to  the  floor.    Any  necessary  baseboards  should  be  added  after 
the  shelving  is  in  place. 

6  Floor  covering.    The  floor  should  be  covered  with  linoleum  or 
cork  carpet  to  deaden  sound. 

d  Equipment 

I  Indispensable  equipment. 

a  Built-in  furniture.:  low,  open  wall  shelving  to  accommodate 
about  eight  volumes  to  the  running  foot. 

The  shelving  should  be  placed  against  the  wall  spaces  of  the 
room.  The  cases  should  be  made  with  adjustable  shelves,  should 
not  be  over  7  feet  high,  and  should  accommodate  six  or  seven 
shelves.  The  stationary  shelf  should  be  3  or  4  inches  above  the 
floor,  so  that  it  will  not  catch  all  the  dust.  The  shelves  should  be 
3  feet  long  and  9  inches  wide.  These  should  be  made  of  wood  by 
the  local  carpenter,  or  steel  cases  should  be  purchased.  The  bottom 
shelves  should  be  12  inches  wide  to  take  the  folio  books.  In  esti- 
mating the  capacity  of  shelving,  eight  books  to  the  foot  should  be 


NEW   YORK   STATE   LIBRARY 

enough  to  provide  for 
probable  additions  for 


high,  10  inches  wide  and  12  ;n\  ^  ^  Should  be  «  inches 
Periodical  A  few  ^^  £X  b  ?  !T  the  a^£S 
?<"??*  <*««»•«».  letter  stil  the  L  ""  '^  f°H°S  like  ^ 
for  files  of  .back  numbers  and  L  a  L^f  6S  Slj°uld  b«  ^served 
hold  current  magazines  in  a  ^  *  "ff.  """P*  constructed  to 
should  be  p,aced  on  a  side 


hbranan's  workroom  S  St°ra^e  s?a«  is  provided  in  a 


_ 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  15 

b  Ample  accommodations  should  be  provided  for  assembling  in 
the  library  all  illustrative  materials  used  in  the  high  school,  such  as 
maps,  pictures,  lantern  slides  and  victrola  records.  In  the  library 
these  can  be  made  available  to  all  departments  through  proper 
classification,  cataloging  and  filing. 

e  Librarian's  Workroom 

A  librarian's  workroom  of  at  least  10  by  15  feet  should  adjoin 
the  reading  room.1  It  should  be  equipped  with  a  desk  for  cata- 
loging, a  typewriter  table,  a  typewriter  with  card  cataloging  attach- 
ment, chairs,  shelves  and  ample  closet  space  for  storage  of  new 
books  being  cataloged  and  of  old  books  being  repaired. 
/  Library  Classroom2 

A  library  classroom  also  should,  if  possible,  adjoin  the  reading 
room.  It  should  be  furnished  with  from  thirty  to  sixty  chairs  with 
tablet  arms,  a  small  stage,  complete  lantern  outfit,  moving-picture 
outfit,  victrola,  reflectoscope,  table,  and  bulletin  boards  of  corticine. 
Not  more  than  two-thirds  of  the  room  should  be  occupied  with 
chairs.  A  room  so  equipped  would  serve  as  a  model  classroom  for 
visual  instruction  and  should  be  available  for  use  by  teachers  of  all 
departments  wishing  to  use  slides,  pictures,  illustrated  books,  or 
victrola  records  kept  in  the  library.  The  walls  should  be  equipped 
with  posting  surfaces  of  cork  or  burlap  for  the  display  of  posters 
and  pictures. 

Note.     For  specifications  as  to  standard  library  shelving  and  furniture, 
also  planning  of  school  library  room,  architects  and  school  superintend- 
ents are  referred  to  the  following  authorities : 
School  Library  Management,  by  Martha  Wilson.    The  H.  W.  Wilson  Co., 

958  University  av.,  New  York,  N.  Y. 

Small  Library  Buildings,  by  Cornelia  Marvin.     American  Library  Associa- 
tion Publishing  Board,  78  E.  Washington,  st.,  Chicago,  111. 

g  Committee  Rooms  for  Social  Studies* 

There  should  be  one  or  more  committee  rooms,  among  these  the 
library  classroom,  adjoining  the  library,  where  pupils  could  work 
in  groups  upon  problems  assigned  them  in  English,  history,  civics, 
economics  and  other  high  school  subjects.  It  is  also  desirable  that 
the  offices  of  the  heads  of  the  department  of  English  and  of  the 
social  studies  department  should  be  connected  conveniently  with 
the  library. 


1  Preferably  at  one  end  of  the  reading  room. 

2  In   the  construction   of   special   rooms,   glass   partitions   and   glass   doors 
simplify  the  problem  of  supervision. 


1 6  NEW    YORK    STATE    LIBRARY 

h  Stackroom 

A  stackroom  is  rarely  necessary,  except  in  the  case  of  the  very 
large  high  school  in  which  many  surplus  books  must  be  stored, 
such  as  textbooks  and  library  books  that  are  rarely  used. 
2     The  Librarian 
a  Qualifications 

The  librarian  in  the  high  school  should  combine  the  good  qualities 
of  both  the  librarian  and  the  teacher  and  must  be  able  to  think 
clearly  and  sympathetically  in  terms  of  the  needs  and  interests  of 
high  school  pupils. 

A  wide  knowledge  of  books,  ability  to  organize  library  material 
for  efficient  service,  and  successful  experience  in  reference  work 
should  be  demanded  of  every  librarian.  Most  of  all  should  the 
personality  of  the  librarian  be  emphasized.  Enthusiasm  and  power 
to  teach  and  inspire  are  as  essential  in  the  high  school  librarian  as 
in  the  teacher.  Successful  library  experience  in  work  with  boys 
and  girls  of  high  school  age,  either  in  the  reference  room,  in  the 
children's  department  or  school  department  of  a  public  library,  or 
in  a  high  school  should  be  required  of  candidates.  Successful 
teaching  experience  in  a  high  school  is  a  valuable  asset  in  the 
librarian. 

b  Professional  Requirements 

The  standard  requirements  for  future  appointments  of  librarians 
in  high  schools  should  be  a  college  or  university  degree  with  major 
studies  in  literature,  history,  sociology,  education,  or  "other  subjects 
appropriate  to  any  special  demands,  as,  for  example,  those  of  the 
technical  high  school,  upon  the  library.  In  addition  the  librarian 
should  have  at  least  one  year  of  postgraduate  library  training  in  an 
approved  library  school  and  one  year's  successful  library  experi- 
ence in  work  with  young  people  in  a- library  of  standing. 

*New  York  State  issues  certificates  to  its  school  librarians,  just 
as  it  does  to  other  teachers,  and  makes  the  following  requirements 
of  the  four  grades  of  recognized  certificates : 

1  Permanent  certificates  will  be  issued  to  those  who  are  college 
graduates  and  who  are  also  graduates  of  library  schools  approved 
by  the  Regents  of  the  University. 

2  Five-year  certificates  will  be  issued  to  graduates  of  approved 
library  schools,  and  after  five  years'  satisfactory  service  a  perma- 
nent certificate  will  be  issued  to  such  persons. 


1  The  paragraphs  here  given  relating  to  certificates  for  school  librarians 
in  New  York  are  inserted  at  this  point  by  the  .New  York  State  Library  for 
the  purposes  of  the  present  reprint. 


LIBRARY    ORGANIZATION    FOR   SECONDARY    SCHOOLS  I/ 

3  Three-year    certificates    will    be    issued    to    graduates    of    an 
approved  short  library  Course  of  not  less  than  six  weeks,  provided 
such  graduates  have  had  at  least  two  years'  library  experience. 

4  One-year  certificates  will  be  issued  to  graduates  of  an  approved 
short   library   course   provided  they  have  had   one  year's   library 
experience,  and  to  graduates  of  approved  colleges  or  normal  schools, 
who  have  had  no  library  experience,  provided  they  have  attended 
one  or  more  sessions  of  the  state  summer  library  institutes  con- 
ducted by  the   State  Library,  and  are  certified  as   having  done 
satisfactory  work. 

All  certificates  may  be  renewed  for  a  like  period  on  satisfactory 
evidence  that  acceptable  work  was  done  during  the  period  for 
which  the  original  certificate  was  issued. 

The  permanent  school  librarian  certificates  shall  be  valid  in  all 
schools  of  the  State. 

The  five-year  school  librarian  certificate  shall  be  valid  in  all 
schools  of  the  State  except  those  in  cities  of  the  first  class. 

The  three-year  school  librarian  certificate  shall  be  valid  in  all 
schools  of  the  State  except  those  in  cities  of  the  first  and  second 
classes. 

The  one-year  school  librarian  certificate  shall  be  valid  in  those 
schools  only  which  are  not  in  cities  or  in  villages  of  five  thousand 
or  more  inhabitants. 

i  Approved  library  schools.  By  approved  library  school  is  meant 
a  school  which  is  a  member  of  the  Association  of  American  Library 
Schools  and  which  meets  the  standards  of  library  training  set  -up 
by  the  committee  on  library  training  in  the  American  Library  Asso- 
ciation and  adopted  by  the  committee  on  high  school  libraries  in 
the  National  Education  Association.  The  following  meet  these 
standards  and  are  approved  by  the  last  named  committee.  The  first 
seven  are  approved  by  the  Regents  of  The  University  of  the  State 
of  New  York: 

New  York  State  Library  School,  Albany,  N.  Y. 

University  of  Illinois  Library  School,  Urbana,  111. 

University  of  Wisconsin  Library  School,  Madison,  Wis. 

Western  Reserve  University  Library  School,  Cleveland,  Ohio. 

Simmons  College  Library  School,  Boston,  Mass. 

Pratt  Institute  Library  School,  Brooklyn,  N.  Y. 

Library  School  of  the  New  York  Public  Library,  New  York,  N.  Y. 

Library  Training  School  of  the  Carnegie  Library,  Atlanta,  Ga. 

Carnegie  Library  School,  Pittsburgh,  Pa. 


1 8  NEW   YORK   STATE   LIBRARY 

Syracuse  University  Library  School,  Syracuse,  N.  Y. 

Los  Angeles  Public  Library  Training  School,  Los  Angeles,  Cal. 

University  of  Washington  Library  School,  Seattle,  Wash. 

2  Library  schools  and  librarians.  For  information  as  to  the  char- 
acter and  content  of  any  agency  for  library  training,  write  to  the 
School  Library  Inspector,  State  Education  Department,  Albany, 
N.  Y. 

For  help  in  procuring  efficient  librarians  for  high  schools,  write 
to  the  same  office  or  to  the  directors  of  any  of  the  library  schools 
listed  in  paragraph  i. 

c  Salaries 

The  salary  of  a  high  school  librarian  should  be  adequate  to 
obtain  a  person  with  the  qualifications  set  forth  in  this  report.  It 
should  not  be  lower  than  that  of  the  English  teacher,  but  it  may  be 
necessary  to  pay  a  higher  salary  when  there  is  an  oversupply  of 
English  teachers  and  an  undersupply  of  librarians. 

d  Administrative  Requirements 

Note.  These  requirements  are  also  approved  by  the  Board  of  Regents 
of  The  University  of  the  State  of  New  York  and  by  the  Association  of 
American  Library  Schools. 

1  The  library  staff.     The  library  staff  should  be  sufficiently  large 
to  keep  the  library  open  continuously  through  the  day  session,  also 
before  and  after  the  session  and  evenings  for  night  school,  if  local 
need  demands  this. 

2  Status  of  the  librarian.    In  high  schools  having  heads  of  depart- 
ments the  librarian  should  be  made  head  of  the  library  department, 
with  status  equal  to  that  of  the  heads  of  other  departments. 

3  Trained  assistants.     For  every  one  thousand  pupils  in  daily 
attendance  a  full-time  trained  assistant  librarian  is  needed  to  help 
in  the  reference,  technical  and  clerical  work  and  to  allow  the  libra- 
rian time  for  conference  with  teachers  and  pupils,  to  give  instruction 
and  to  visit  classes. 

Professional  requirements  for  assistant  librarians:  standard 
requirements  for  assistant  librarian  should  be  the  same  as  for  the 
librarian.  There  should  be  no  distinction  between  librarian  and 
assistant  librarian  in  the  requirements  for  eligibility  except  in  the 
matter  of  library  experience. 

4  Judicious  distinction  in  library  service.     In  the  administration 
of  the  library  distinctions  should  be  made  as  to  clerical,  administra- 
tive, technical  and  educational  work. 


LIBRARY    ORGANIZATION    FOR   SECONDARY    SCHOOLS  19 

a  Clerical  work:  Clerical  work  of  the  high  school  of  the  nature 
of  office  work  should  not  be  demanded  of  the  librarian.  Under  no 
circumstances  should  the  librarian  be  expected  to  do  clerical  work 
properly  required  in  the  principal's  office,  such  as  keeping  records 
of  attendance  and  official  records.  To  require  such  work  of  trained 
librarians  is  wasteful  of  educational  resources  and  money. 

Free  textbooks  should  not  be  stored  in  the  library,  and  they 
should  be  handled,  not  by  the  library  staff,  but  by  a  special  book 
clerk. 

b  Administrative  work:  the  administrative  work  may  be  sum- 
marized as  follows :  directing  the  policy  of  the  library,  selecting 
books,  purchasing  books,  planning  the  room  and  its  equipment, 
keeping  records  of  expenses  and  planning  the  annual  library  budget, 
planning  and  directing  the  work  of  trained  or  student  assistants,  and 
building  up  a  working  collection  of  pamphlets,  clippings  and  of 
illustrative  material. 

The  librarian  should  be  present  at  all  teachers'  meetings  held 
with  reference  to  courses  and  policy  governing  instruction  and 
should  have  the  ability  to  work  for  and  with  teachers  so  well  that 
mistakes  in  adaptation  of  book  collections  to  needs  may  not  occur. 

c  Technical  work:  the  technical  work  may  be  summarized  as 
follows :  the  classifying,  cataloging,  indexing  and  filing  of  all  printed 
matter  so  that  it  may  be  readily  available  for  use;  establishing  a 
practical  charging  system  to  keep  track  of  books  and  other  material 
borrowed  from  the  library;  attending  to  the  proper  binding  and 
rebinding  of  books;  and  keeping  necessary  records  and  statistics 
of  additions  to  library,  use  of  library,  etc. 

d  Educational  work:  the  educational  work  may  be  summarized 
as  follows: 

(1)  Reference.     Helping  teachers   and  pupils  to   find   suitable 
material  on  special  topics,  notifying  teachers  of  new  books  and 
articles  along  professional  lines,  looking  up  answers  to  questions 
which  have  come  up  in  classroom  or  laboratory,  and  preparing  sug- 
gestive reference  reading  along  the  lines  of  the  course  of  study. 

(2)  Instruction.     Systematic  instruction  of  pupils  in  the  use  of 
reference  books  and  library  tools,  such  as  card  catalog  indexes, 
etc.,  by  the  giving  of  lectures,  quizzes  and  practical  tests.     In  this 
instruction  the  relationship  of  the  high  school  library  and  the  public 
library   and  the  relation   of   a  library   to   life   outside   should   be 
emphasized. 

(3)  Educational  and  vocational  guidance.     Cultural  and  inspira- 
tional work  in  widening  the  interests  of  the  pupils  and  in  cultivating 


2O  NEW  YORK  STATE  LIBRARY 

a  taste  for  good  reading.  This  is  done  through  posting  interesting 
material  on  bulletin  boards  and  compiling  lists  of  interesting  read- 
ing in  books  and  magazines,  through  reading  clubs  and  personal 
guidance  of  the  reading  of  individual  pupils. 

The  librarian  should  also  cooperate  with  vocational  counselors 
in  aiding  pupils  in  the  choice  of  vocations  and  should  have  on  hand 
in  the  library  pamphlets,  catalogs  etc.,  on  the  occupations. 

A  card  record  for  each  pupil  should  be  kept  from  year  to  year, 
showing  the  progress  of  the  pupil's  reading  interests.  Much  atten- 
tion should  be  given  to  individual  and  group  conferences. 

The  work  of  the  assistant  librarian,  although  under  the  direction 
of  the  librarian  in  charge,  should  be  coordinate  in  many  respects 
with  that  of  the  librarian  and  should  be  along*  inspirational  and 
educational,  as  well  as  technical,  lines.  The  work  of  the  assistant 
librarian  should  include,  among  other  duties,  keeping  records  of 
loans,  caring  for  magazines,  newspapers^  pictures  and  clippings, 
helping  with  cataloging,  assisting  in  enforcing  discipline,  helping 
in  the  supervision  of  clubs,  and  personally  guiding  the  reading  of 
pupils. 

3     Scientific  Selection  and  Care  of  Books 

The  selection  of  books  should  be  made  with  reference  to : 

1  Educational   guidance   and   local   industrial,    commercial   and 
community  interests. 

2  Laboratory  and  classroom  needs. 

3  The  general  recreational  and  cultural  needs  of  trie  pupils. 
All  books  should  be  classified,  cataloged,  shelflisted  and  kept  in 

good  repair  and  in  fit  condition  for  ready  use. 

Book  selections  should  be  made  by  the  librarian  with  the  approval 
of  the  principal,  and  must  be  based  upon  (i)  recommendations  by 
heads  of  departments  and  teachers  and  (2)  the  general  cultural 
needs  of  the  pupils. 

The  library  should  be  provided  with  the  best  reference  books  and 
with  literature  that  has  a  natural  human  appeal  to  young  people. 
There  should  be  very  few  books  of  criticism,  a  few  complete  works 
of  authors,  a  generous  proportion  of  finely  illustrated  editions 
of  standard  books,  popular  scientific  books,  special  reference  books 
on  methods  of  teaching,  pictures  appropriate  for  illustrative  pur- 
poses, novels,  short  stories,  books  of  travel,  biography,  modern 
drama,  modern  poetry,  weekly  and  monthly  magazines  and 
newspapers. 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  21 

Subscription  books  should  be  avoided,  with  certain  exceptions 
known  to  trained  librarians.  Information  on  this  subject  may  be 
obtained  from  the  State  Library. 

Books  that  are  out  of  date  or  seldom  used  should  not  be  allowed 
to  occupy  valuable  shelf  space  but  should  be  stored  where  accessi- 
ble, or  should  be  otherwise  disposed  of. 

Books  greatly  in  demand  should  be  supplied  in  duplicate  to  meet 
the  demand  not  only  adequately  but  generously. 

4     Instruction  in  the  Use  of  Books  and  Libraries 

One  of  the  following  plans  should  be  selected  in  giving  instruc- 
tion in  the  use  of  books  and  libraries : 

A  A  minimum  of  three  recitation  periods  a  year  should  be  given 
in  each  English  course  to  graded  instruction  in  the  use  of  books 
and  libraries.  This  instruction  should  be  given  by  the  librarian  and 
credited  as  a  distinct  requirement  for  graduation.  The  credit 
should  be  recorded  as  a  grade  in  library  instruction,  and  not  as  a 
grade  in  English  or  some  other  subject. 

B  To  establish  instruction  in  the  use  of  books  and  libraries  as 
a  unit  course,  a  minimum  of  twelve  lessons  a  year  should  be  given 
to  this  work.  In  view  of  the  fact  that  efficiency  of  instruction  in 
any  department  depends  upon  an  intelligent  use  of  the  library,  the 
following  schedule  would  seem  practicable :  in  English  three  lessons 
a  year  should  be  given  to  instruction  in  the  use  of  the  library,  in 
history  three  lessons  a  year,  in  Latin  one  lesson,  in  Spanish  or 
French  one  lesson,  and  in  the  sciences  and  manual  training  together 
four  lessons.  The  required  twelve  lessons  a  year  should  thus  be 
scheduled  for  instruction  in  the  use  of  the  library. 

Training  in  library  use  should  include: 

1  The  use  of  books  for  educational  guidance.    The  pupils  should 
be  given  systematic  guidance  in  the  choice  of  books  helpful  to  an 
understanding  of  social  well-being.     Clubs  should  be  organized  to 
study  biographies  of  persons  who  have  achieved  peculiar  success  in 
particular  vocations  and  of  those  who  have  rendered  great  services 
to  mankind. 

2  The  use  of  books  as  tools.     The  lessons  given  should  include 
such  topics  as  the  card  catalog,   magazine   indexes,   dictionaries, 
encyclopedias,  documents,  official  city  reports,  indexes  to  sets  of 
books  and  special  and  commercial  indexes.     These  lessons  should 
be  given  early  in  the  high  school  course,  during  the  first  and  second 
years,  that  pupils  may  use  the  library  intelligently  and  efficiently. 


22  NEW   YORK   STATE   LIBRARY 

3  The  use  of  books  as  a  means  of  recreation,  amusement  and 
inspiration.    The  pupils  should  be  encouraged  to  collect  books  for 
personal  libraries  and  should  be  given  information  concerning  good 
editions  of  books,  such  as  the  "  Everyman's  library  "  and  other  inex- 
pensive but  well-printed  editions.     They  should  be  taught  some- 
thing of  bookbinding  and  should  be  fortified  against  the  wiles  of 
unscrupulous  book  agents.    The  librarian  should  organize  reading 
clubs  and  devise  other  means  of  making  reading  enjoyable. 

4  "  Esprit  de  corps  "  in  handling  books  as  public  property.    Les- 
sons in  this  connection  should  be  given  upon   (a)'  the  history  of 
printing  and  bookbinding,   (b)  the  care  of  the  physical  book,   (c) 
cooperation  in  the  care  of  public  property,  (d)  cooperation  in  secur- 
ing the  greatest  benefits  from  public  educational  institutions,   (e) 
unselfishness  in -the  use  of  public  goods,   (/)   the  examination  of 
representative  collections  of  books  in  the  best  editions,  and   (g) 
appreciation  of  the  cost  and  value  of  library  equipment. 

Lessons  2,  3  and  4  should  be  given  to  the  pupils  when  they  first 
enter  high  school;  lesson  I  may  be  given  later. 

5  Relation  of  high  school  and  public  libraries.     To  relate  the 
work  in  the  high  school  library  to  that  of  the  public  library  and 
to  make  clear  the  uses  to  pupils,  after  school  days  are  over,  of  an 
institution  which  should  be  a  factor  in  their  future  mental  develop- 
ment, classes  should  be  taken  to  the  public  library,  where  its  book 
resources,  rules,  methods,  departments,   catalog  ansd  support  can 
be  briefly  explained  by  one  of  the  staff.    This  should  be  done  in  the 
large  cities  and  small  towns  as  well.    Definite  outlined  instructions 
can  be  prepared  for  the  talks  which  will  make  them  of  practical 
value.     Where  visits  to  the  library  are  an  impossibility  in  school 
hours  because  of  distance,  competent  members  of  the  library  staff 
may  be  invited  to  talk  on  the  subject. 

Courses  2,  3,  4  and  5  are  the  most  important.  Other  courses 
may  be  offered  in  lieu  of  course  I. 

5     Annual  Appropriation 

The  library  should  receive  an  annual  appropriation  of  sufficient 
amount  in  addition  to  salaries  to  provide  means  for  the  necessary 
correlation  with  all  other  departments.  This  appropriation  should 
be  increased  annually  in  direct  ratio  to  the  increasing  library  needs 
of  each  department  and  should  include  specific  amounts  for  the 
maintenance  and  supervision  of  the  library. 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  23 

The  maintenance  of  the  library  -should  not  depend  upon  incidental 
sources  of  money,  such  as  school  entertainments  and  "  socials." 
Pupils  may  be  encouraged  to  raise  funds  for  the  library  in  appro- 
priate ways,  but  these  funds  should  be  used  only  for  such  acces- 
sories as  make  the  library  more  restful,  more  refreshing  and  more 
attractive.  By  this  means  decorations,  special  equipment,  finely 
illustrated  editions,  and  plants  may  be  secured ;  but  the  high  school 
should  not  be  forced  to  depend  upon  such  means  for  necessary 
library  service. 

The  initial  expense  of  the  library  includes  (i)  the  salaries  of  the 
librarian  and  assistants,  which  should  be  on  the  same  schedule  as 
those  of  other  teachers;  and  (2)  the  cost  of  books  and  equipment. 

Funds  for  maintenance  should  provide  for  increase  of  salaries, 
additional  books,  periodicals,  binding  and  other  repairs,  replace- 
ment of  worn-out  books,  Library  of  Congress  catalog  cards,  general 
supplies,  and  funds  for  general  depreciation,  for  new  equipment, 
and  for  handling  materials  borrowed  from  public  library  agencies. 

Funds  should  be  provided  in  such  a  way  that  the  librarian  may 
take  advantage  of  sales  to  buy  books  as  they  are  needed  and 
offered,  instead  of  being  forced  to  buy  only  once  or  twice  a  year,  as 
is  customary  with  most  boards  of  education.  A  contingent  fund  is 
necessary. 

A  minimum  annual  appropriation  per  pupil  should  be  determined 
upon  for  books,  pictures,  magazines  and  newspapers. 

For  books  alone  a  minimum1  of  50  cents  a  pupil  is  needed.  Not 
less  than  $40  a  year  for  magazines  is  needed  even  in  small  high 
schools. 

Funds  should  be  apportioned  scientifically  by  the  librarian  accord- 
ing to  the  specific  needs  of  each  department  or  subject,  and 
according  to  the  recreational  and  cultural  needs  of  the  pupils.  A 
tentative  schedule  of  disbursements  should  be  prepared  before  book 
lists  are  made. 

Each  department  should  file  with  the  librarian  definite  state- 
ments of  needs,  as  they  are  felt  throughout  the  year,  and  the  libra- 
rian should  make  disbursements  according  to  these  needs. 

In  technical,  commercial  or  academic  high  schools,  after  the 
necessary  quota  of  reference  books  has  been  accumulated  and  other 
necessary  books  acquired,  the  amount  spent  on  books  for  teaching 
purposes  should  not  exceed  the  amount  spent  on  books  for  general 
recreational  and  cultural  purposes.  It  should  be  borne  in  mind  that 
the  library  is  primarily  for  the  pupils. 


1  Amounts  recommended  are  based  upon  prices  quoted  in  1917. 


24  NEW  YORK  STATE  LIBRARY 

6     State  Supervision  of  School  Libraries 

A  trained  librarian  should  be  employed  by  the  State  Department 
of  Education,  or  by  the  State  Department  of  Education  in  coopera- 
tion with  the  state  library  commission,  to  act  as  supervisor  of  all 
public  school  libraries  in  the  State  —  normal,  high,  elementary  and 
rural.  Expert  supervision  will  mean  a  high  standard  of  efficiency 
in  even  the  small  high  schools  throughout  the  State.  In  New  York 
this  official  is  the  School  Library  Inspector,  State  Education 
Department,  Albany. 

In  states  having  no  supervisors  of  libraries  high  school  inspectors 
should  keep  records  upon  high  school  libraries  and  embody  in  their 
reports  detailed  statements  of  library  conditions  in  all  high  schools 
visited.  A  six  weeks'  course  in  modern  library  methods  would 
be  of  advantage  to  inspectors. 

i    JUNIOR  HIGH  SCHOOLS 

The  junior  high  school  library  should  be  organized  in  such  a 
manner  as  to  meet  the  needs  of  boys  and  girls  in  grades  7,  8  and  9. 
The  materials  in  the  library  must  be  suited  to  the  expansion  and 
development  of  the  pupils  and  to  their  natural  interests  and  powers 
of  appreciation  and  understanding.  The  library  in  the  junior  high 
school  should  be  sharply  differentiated  from  the  library  in  the  senior 
high  school,  not  only  as  to  the  character  of  books  selected,  but  also 
as  to  the  kind  of  service  expected  from  the  librarian.  It  should 
contribute  to  more  varied  and  extensive  interests.  Unlike  the 
library  of  the  senior  high  school,  the  library  of  the  junior  high  school 
does  not  require  the  kind  of  material  and  the  character  of  service 
necessary  to  a  high  degree  of  intensive  study,  concentration  and 
application  in  definite  specialization. 

The  organization  of  the  library  in  the  junior  high  school  should 
conform  to  the  organization  of  the  junior  high  school  curriculum. 
Unremitting  attention  should  be  given  to  the  details  of  supervised 
study  when  the  pupils  come  to  the  library  to  do  supplementary  study 
or  collateral  reading. 

i  Housing  and  equipment.  What  has  been  recommended  as  to 
attainable  standards  rwith  reference  to  location,  size  of  reading 
room,  furniture  and  equipment  applies  equally  well  to  the  junior 
high  school  library. 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  25 

2  The  librarian.     The  librarian  should  be  a  student  of  child'ren 
and  adolescent  psychology  and  should  have  sufficient  culture  and 
professional   training   to    select   books   discriminatingly    from   the 
standpoint  of  the  appropriateness  and  the  educational  value  of  their 
subject  matter.     The  librarian  should  be  prepared  to  give  tactful 
and  intelligent  supervision  to  the  reading  of  the  children. 

The  librarian  should  be  a  graduate  of  an  approved  library  school 
with  special  training  in  children's  work  and  should  be  a  normal 
school  graduate  with  college  or  university  training  in  addition,  or 
a  college  or  university  graduate  with  special  courses  in  education. 
The  librarian  should  have  had  several  years'  experience  in  library 
work  with  children,  or  in  reference  work,  or  in  school  department 
work  in  a  first-class  public  library. 

The  librarian  should  keep  reading  records  of  individual  pupils, 
to  be  sent  to  the  senior  high  schools  in  which  pupils  enrol. 

3  Scientific   selection   and   care    of   books.     The    statement    of 
Attainable  Standards   (pages  11-24)  applies  here.     It  is  suggested 
that  the  recommendations  be  adapted  to  specific  needs. 

4  Instruction  in  the  use  of  books  and  libraries.     The  statement 
of  Attainable  Standards  also  applies  here.     It  is  suggested  that 
recommendations  be  adapted  to  specific  needs. 

5  Annual  appropriations.    The  statement  of  Attainable  Standards 
also  applies  here.    It  is  suggested  that  recommendations  be  adapted 
to  specific  needs. 

6  State  supervision.     A  trained  librarian  should  be  employed  by 
the  State  Department  of  Education,  or  by  the  State  Department  of 
Education  in  cooperation  with  the  state  library  commission,  lo  act 
as  supervisor  of  all  public  school  libraries  in  the  State  —  normal, 
high,  elementary  and  rural.    (In  New  York  this  official  is  the  School 
Library  Inspector,  State  Education  Department,  Albany.) 

2     HIGH  SCHOOLS  WITH  ENROLMENT  BELOW  200 

i  Housing  and  equipment.  The  library  should  have  a  separate 
room  whenever  it  is  possible. 

If  a  separate  room  is  not  available,  a  classroom  should  be  fitted 
up  with  bookcases  and  a  reading  table,  and  the  library  atmosphere 
should  be  created  even  if  recitations  have  to  be  held  in  the  room. 

The  room  should  be  easily  accessible  from  the  study  hall  and 
should  be  open  to  pupils  only  when  the  librarian  or  her  assistant  is 
in  the  room. 


26  NEW   YORK    STATE   LIBRARY 

The  room  should  be  well  lighted  and  should  have  an  exposure 
which  will  admit  plenty  of  sunlight  during  the  day.  The  room 
should  be  well  ventilated  and  heated.  It  should  be  large  enough 
to  accommodate  the  librarian's  desk,  catalog  case,  and  tables  and 
chairs  sufficient  to  accommodate  twenty-five  or  thirty  readers,  in 
addition  to  the  bookshelves. 

In  small  high  schools  with  an  enrolment  of  fewer  than  100  pupils 
it  is  very  common  to  have  a  main  room  in  which  each  pupil  has 
his  own  desk.  This  arrangement  brings  all  the  pupils  under  the 
direct  control  of  the  principal,  which  is  very  important.  In  many 
of  the  smaller  high  schools  there  are  frequent  changes  in  the  teach- 
ing staff,  and  the  assistant  teachers  are  very  often  beginners  who 
have  not  as  yet  developed  good  methods  of  discipline.  This  plan 
is  also  desirable  because  it  strengthens  the  unity  of  the  school. 
With  this  arrangement  the  pupils  do  all  their  studying  at  their  own 
desks.  Recitations  should  not  be  held  in  the  main  room.  When 
conditions  make  possible  the  use  of  home  desks,  library  books  and 
equipment  should  be  in  this  main  room,  and  not  in  a  separate  room. 
Reading  tables,  bulletin  boards  and  ample  bookshelves  should  be 
provided  in  this  room. 

So  far  as  the  quality  of  equipment  is  concerned,  the  standard 
should  be  the  same  as  for  libraries  in  large  high  schools. 

a  Tables  and  chairs :  the  size  of  tables  depends  upon  the  size  of 
the  room.  Tables  8  feet  long  and  4  feet  wide  make  convenient 
study  tables. 

b  Librarian's  desk  and  chair:  these  may  be  secured  through  a 
local  dealer.  The  flat-top  desk  and  swivel  chair  would  cost  about 
$25.  The  desk  should  have  drawers  on  either  side  of  the  opening 
in  front  and  a  vertical  file  below,  with  drawers  on  one  side.  It 
should  be  placed  near  the  exit,  so  that  borrowers  must  pass  by  the 
librarian's  desk.  There  should  be  free  access  to  the  shelves.  'A 
regular  library  charging  outfit  should  also  be  provided.  There 
should  be  provided  also  a  standard  catalog  case  (3-inch  by  5-inch 
cards),  the  number  of  drawers  depending  on  the  number  of  books 
in  the  collection.  In  estimating  drawer  space,  700  cards  should  be 
counted  to  the  drawer.  Every  book  requires,  on  the  average,  four 
cards,  including  the  shelf -list  card.  Five  years'  normal  growth 
should  be  provided  for  in  advance.  Sectional  cases  are  very  satis- 
factory. A  section  of  drawers  should  be  added  as  needed,  if  this 
style  of  case  is  used. 


LIBRARY   ORGANIZATION    FOR   SECONDARY    SCHOOLS  27 

2  The  librarian.  A  full-time  librarian  with  the  professional 
training  of  a  one-year  course  in  an  approved  school  for  librarians 
is  the  ideal.  In  the  larger  schools  this  ideal  should  be  realized,  but 
in  the  smaller  it  may  be  necessary  to  provide  '"  teacher-librarians." 
This  term  "  teacher-librarian  "  means  a  high  school  teacher  who  is 
relieved  of  a  part  of  her  teaching  duties  and  placed  in  charge  of 
the  school  library.  To  qualify  for  this  work  she  should  have  at 
least  a  six  weeks'  course  of  training  in  a  summer  library  school 
approved  by  the  School  Libraries  Division  of  the  State  Educa- 
tion Department,  or  in  a  public  library  course  of  training  which 
meets  with  the  approval  of  this  Division.  (See  also  the  paragraphs 
on  Professional  Requirements  on  pages  16-18.) 

If  college  training  is  essential  for  the  high  school  teacher,  then 
college  and  technical  library  training  are  essential  qualifications 
for  the  librarian.  For  those  schools  which  can  not  have  a  full-time 
librarian,  with  the  regular  one-year  course  in  library  training  in  an 
approved  school  for  librarians,  college  graduation  and  an  approved 
short  course  in  library  science  are  preferable. 

When  the  library  is  under  the  supervision  of  a  teacher,  her  daily 
schedule  should  be  definitely  arranged,  in  order  that  she  may  have 
regular  hours  in  the  library.  She  should  then  train  one  or  more 
pupils  to  assist  her,  in  order  that  the  library  may  be  open  all  day. 
Pupils  should  not  be  admitted  to  the  library  when  there  is  no  one 
in  charge  of  it. 

3  Scientific  selection  and  care  of  books.  Greater  care  should  be 
exercised  in  the  selection  of  books  for  a  small  library  than  for  a 
large  one.  It  is  difficult  to  select  the  few  best  books  out  of  a  multi- 
tude of  really  good  books.  Every  book  purchased  for  a  high  school 
library  should  be  a  useful  book  and  one  that  will  be  in  constant  use. 
Standard  approved  lists  of  book's  for  high  schools  such  as  those 
published  by  the  School  Libraries  Division  in  Albany  and  by  the 
United  States  Bureau  of  Education  should  be  used  in  building  up 
a  small  library. 

An  accredited  high  school  with  an  enrolment  of  100  or  fewer 
pupils  should  have  a  library  of  not  fewer  than  1000  carefully 
selected  books,  and  schools  with  an  enrolment  of  200  should  have 
at  least  2000  volumes.  This  means  practically  ten  volumes  for 
every  pupil  in  the  high  school.  The  high  school  libraries  could 
cooperate  with  the  public  libraries  and  make  use  of  their  reference 
and  other  books  and  of  advice  and  service  which  the  librarians  of 
the  public  libraries  may  render.  This  will  increase  materially  the 
efficiency  of  the  school  library. 


28  NEW   YORK   STATE   LIBRARY 

The  high  school  libraries  should  subscribe  to  several  good  maga- 
zines, some  for  teachers,  others  for  pupils. 

4  Instruction  in  the  use  of  books  and  libraries.     The  statement 
of  Attainable  Standards    (pages   11-24)    applies  here.     It  is   sug- 
gested that  the  recommendations  be  adapted  to  specific  needs. 

5  Appropriations.     There  should  be  a  definite  annual  appropria- 
tion,  however   small   the   amount   may   be,    for   the   purchase   of 
books,  subscriptions  to  magazines  and  equipment  and  supplies. 

The  statement  of  Attainable  Standards  also  applies  here.     It  is 
suggested  that  the  recommendations  be  adapted  to  specific  needs. 

6  State  supervision.    A  trained  librarian  should  be  employed  by 
the  State  Department  of  Education,  or  by  the  State  Department  of 
Education  in  cooperation  with  the  state  library  commission,  to  act 
as  supervisor  of  all  public  school  libraries  in  the  State  —  normal, 
high,  elementary  and  rural.      (In  New  York  this,  official   is  the 
School  Library  Inspector,  State  Education  Department,  Albany.) 

3  FOUR- YEAR  HIGH  SCHOOLS  OR  SENIOR  HIGH 
SCHOOLS  WITH  ENROLMENT  BETWEEN  200  AND  500 
I  Housing  and  equipment.  Adequate  housing  and  equipment 
include  more  than  tables,  chairs,  books  and  a  corner  in  the  study 
hall  or  in  a  classroom.  There  should  be  a  library  room  large 
enough  to  seat  at  one  time  the  largest-sized  class  in  the  school.  As 
a  rule  it  should  have  a  seating  capacity  of  at  least  thirty  to  fifty. 
Enough  wall  space  is  needed  to  provide  standard  shelving  not  only 
to  hold  the  present  number  of  books  but  to  allow  for  a  five  years' 
normal  growth.  Sufficient  floor  space  should  be  provided  to  accom- 
modate a  rack  for  periodicals,  a  vertical  filing-case,  and  a  librarian's 
desk,  in  addition  to  chairs  and  tables.  The  library  room  should  be 
located  in  an  accessible  and  quiet  part  of  the  building.  The  lighting, 
ventilating  and  heating  facilities  of  the  room  should  be  designed 
with  particular  care.  The  furniture  and  shelving  should  be  of  good 
quality  and  of  standard  size  and  made  of  a  finish  to  harmonize  with 
that  of  the  room. 

The  same  kind  of  equipment  is  needed  as  for  larger  high  schools 
but  on  a  smaller  scale.  Tables,  a  rack  for  periodicals,  chairs,  wall 
cases  for  books,  librarian's  desk,  a  typewriter,  catalog  case  and 
bulletin  boards  are  the  most  important  necessities.  Additional  furni- 
ture and  equipment  should  be  supplied  as  needs  become  imperative. 
The  library  should  be  a  separate  room  used  for  neither  study 
room  nor  recitation  purposes. 


LIBRARY   ORGANIZATION    FOR   SECONDARY    SCHOOLS  2Q 

If  the  library  must  be  used  as  a  study  hall,  pupils  should  not  only 
be  carefully  guided  in  their  use  of  time  in  reading  but  should  be 
systematically  aided  in  the  improvement  of  their  methods  of  study. 
If  conditions  are  such  that  a  librarian  can  not  be  secured  unless  the 
study-hall  teacher  can  be  dispensed  with,  a  competent  librarian  may 
not  only  attend  to  the  library  work  but  also  advise  pupils  in  their 
studies.  Under  such  conditions  the  library  and  study  hall  should 
of  course  be  combined. 

In  case  that  it  is  impossible  to  provide  a  separate  room  for  the 
library,  or  combined  library  and  study  hall,  a  section  of  the  assembly 
hall  should  be  fitted  up  with  reference  books,  tables  and  chairs,  or 
an  English  or  history  classroom  should  be  equipped  with  shelving 
for  books  and  with  at  least  one  table. 

2  The  librarian.  A  full-time  librarian  with  training  and  experi- 
ence should  be  in  charge  of  the  library.  The  training  should  be  a 
course  in  library  methods  approved  by  the  School  Libraries  Division 
at  Albany,  such  course  to  be  in  a  library  school,  college,  university, 
state  library  commission,  or  public  library1  in  which  an  adequate 
training  course  is  offered. 

In  the  small  city  where  the  size  of  the  high  school  alone  does  not 
warrant  the  salary  of  a  trained  librarian,  the  librarian  should  be 
employed  not  only  for  service  in  the  high  school,  but  also  to  super- 
vise the  grade  school  libraries  in  charge  of  assistants. 

Student  assistants  for  clerical  help  should  be  employed  when 
needed. 

If  the  library  is  under  the  direction  of  a  teacher  a  definite  daily 
schedule  should  be  arranged,  apportioning  the  teacher's  time 
between  the  classroom  and  the  library,  and  other  arrangements 
should  be  made  for  the  library  to  be  open  all  day  for  reading  and 
reference.  Thoroughly  satisfactory  library  service,  however,  can 
not  be  given  by  a  teacher.  Every  standard  high  school  should  have 
a  trained  librarian. 

Pupils  should  not  be  admitted  to  the  library  except  when  the 
teacher  or  other  authorized  person  is  in  charge. 

The  supervision  of  the  library  should  not  be  intrusted  to  anyone 
who  has  not  had  at  least  a  six  weeks'  course  of  library  training 
approved  by  the  State  Library. 

3  Scientific  selection  and  care  of  books.  The  proper  selection 
and  care  of  books  are  as  vital  considerations  for  libraries  in  small 
high  schools  as  for  libraries  in  large  high  schools. 


1  The  training  courses  given  in  public  libraries  often  are  limited  in 
scope  and  apply  essentially  to  local  methods,  which  make  them 
inadequate  for  general  professional  training. 


2Q  NEW   YORK   STATE   LIBRARY 

For  a  working  library,  from  2000  to  3000  carefully  selected  vol- 
umes are  necessary.  If  the  number  of  books  is  small,  a  large 
number  of  magazines,  in  proportion,  might  be  taken. 

The  high  school  should  cooperate  systematically  with  the  local 
public  library,  if  there  is  one,  with  the  State  Library,  the  state 
university  extension  department,  and  with  other  public  library 
agencies. 

If  conditions  are  at  all  favorable,  regular  service  should  be 
secured  from  the  county  library. 

By  proper  cooperation  with  public  library  agencies  in  securing 
the  loan  of  many  necessary  books,  a  generous  portion  of  the  book 
fund  may  be  made  available  for  subscription  to  a  few  well-selected 
magazines,  the  binding  of  these  magazines  for  future  reference 
use,  and  the  supplying  of  a  file  of  pamphlets,  clippings,  pictures, 
post  cards  and  lantern  slides  for  illustrative  use  in  class  work.  Each 
school  library  should  have  its  own  permanent  collection  of  important 
reference  books. 

The  smaller  the  library  the  more  minute  the  cataloging 
should  be. 

4  Library   instruction.    The   same   courses    should   be   given   as 
specified  in  Attainable  Standards  (pages  11-24). 

5  Annual  appropriation.     Definite  funds   for  books,  magazines 
and  papers  are  necessary,  however  small  the  funds  may  be. 

Though  smaller,  the  funds  should  be  handled  as  for  larger  high 
school  libraries. 

6  State  supervision  of  school  libraries.    Where  there  is  no  trained 
supervisor  of  school  libraries,  a  six  weeks'  course  in  modern  library 
methods   would  be  of  advantage  to  state  high  school   inspectors 
visiting  small  high  schools. 

4    FOUR-YEAR    HIGH    SCHOOLS    AND    SENIOR    HIGH 
SCHOOLS  WITH  ENROLMENT  BETWEEN  500  AND  1000 

1  Housing  and  equipment.     The  statement  of  Attainable  Stand- 
ards  (pages  11-24)   applies  here.     It  is  suggested  that  the  recom- 
mendations be  adapted  to  specific  needs. 

2  The  librarian.     The  statement  of  Attainable  Standards  also 
applies  here.    It  is  suggested  that  the  recommendations  be  adapted 
to  specific  needs. 

In  schools  of  from  500  to  1000  enrolment  and  even  in  some  larger 
schools  conditions  may  make  these  qualifications  impracticable.  For 
such  schools  the  following  recommendations  are  submitted : 

a  High  schools  with  enrolment  of  800  and  over:  the  librarian 
should  be  a  graduate  of  an  approved  library  school,  or  should  at 


LIBRARY   ORGANIZATION    FOR   SECONDARY    SCHOOLS  3! 

least  hold  a  certificate  for  a  full  one-year  course  in  library  economy 
successfully  completed  in  an  approved  library  school,  and  should 
have  at  least  two  years  of  successful  experience  in  library  work 
with  young  people  in  a  library  of  standing,  or  in  lieu  of  one  of 
these  years  one  year  of  successful  teaching  experience  in  a  high 
school.  If  the  librarian  is  not  a  college  graduate,  four  years  of 
experience  in  library  work  or  in  teaching  in  a  high  school  should 
be  required  in  addition  to  the  year  of  training  in  an  approved 
library  school. 

b  High  schools  with  enrolment  between  500  and  700 :  a  full-time 
librarian  with  training  and  experience  should  be  in  charge  of  the 
library.  If  possible,  the  standard  should  be  the  same  as  recom- 
mended above  for  schools  of  800  and  over.  Where  this  is  impossible 
the  following  standards  are  suggested : 

(1)  A  full-time  librarian  with  college  graduation  and  at  least  a 
six  weeks'  course  in  library  methods  approved  by  the  School  Libra- 
ries Division  of  the  State  Education  Department,  together  with  one 
year  of  successful  library  experience.     Teaching  experience  is  a 
valuable  asset.     The  six  weeks'  course  is  of  necessity  superficial, 
but   under   some   circumstances   may   be    acceptable   until   higher 
requirements  can  be  met. 

(2)  A  full-time  librarian  who  is  a  high  school  graduate  and  has 
had  a  course  of  training  in  library  methods,  given  by  a  public 
library,  library  commission,  college  or  other  institution  approved 
by  the  School  Libraries  Division  of  the  State  Education  Depart- 
ment,  and  in  addition   two  years  of   experience   in  a  library  of 
standing. 

3  Scientific   selection   and   care   of   books.     The    statement   of 
Attainable  Standards  also  applies  here.     It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

Collections  of  3000  to  8000  volumes  are  needed  for  high  schools 
of  500  to  loco  enrolment. 

4  Instruction  in  the  use  of  books  and  libraries.     The  statement 
of  Attainable  Standards  also  applies  here.     It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

5  Appropriation.     The  statement  of  Attainable  Standards  also 
applies  here.    It  is  suggested  that  the  recommendations  be  adapted 
to  specific  needs. 

High  schools  of  500  to  1000  pupils  should  have  a  minimum 
appropriation  of  from  $200  to  $300  a  year  for  books  and  magazines ; 
$400  to  $500  should  be  appropriated.1 


1  Amounts  recommended  are  based  upon  prices  quoted  in  1917. 


32  NEW    YORK   STATE   LIBRARY 

6  State  supervision  of  school  libraries.  A  trained  librarian  should 
be  employed  by  the  State  Department  of  Education,  or  by  the  State 
Department  of  Education  in  cooperation  with  the  State  Library,  to 
act  as  supervisor  of  all  public  school  libraries  in  the  State  —  normal, 
high,  elementary  and  rural.  (In  New  York  this  official  is  the  School 
Library  Inspector,  State  Education  Department,  Albany.) 

5  FOUR- YEAR  HIGH  SCHOOLS  AND  SENIOR  HIGH 
SCHOOLS  WITH  ENROLMENT  BETWEEN  1000 
AND  3000 

1  Housing  and  equipment.     The  statement  of  Attainable  Stand- 
ards (pages  11-24)   applies  here.     It  is  suggested  that  the  recom- 
mendations be  adapted  to  specific  needs. 

Shelving  must  be  provided  for  a  maximum  collection  of  from 
10,000  to  20,000  volumes  for  high  schools  of  from  1000  to  3000 
enrolment. 

2  The  librarian.     The  statement  of  Attainable  Standards  also 
applies  here. 

The  standard  requirement  for  the  future  librarian  in  high  schools 
with  an  enrolment  of  1000  to  3000  should  be  a  college  or  university 
degree  with  major  studies  in  literature,  history,  sociology,  educa- 
tion, or  other  subjects  appropriate  to  any  special  demands  of  the 
high  school  upon  the  library,  together  with  one  or  two  years  of 
postgraduate  library  training  in  an  approved  library  school  and  one 
year's  successful  library  experience  in  work  with  young  people  in 
a  library  of  standing. 

In  high  schools  of  1000  pupils  a  full-time  trained  assistant  libra- 
rian should  be  appointed.  This  assistant  should  at  least  have  com- 
pleted satisfactorily  a  full  one-year  course  in  an  approved  library 
school. 

In  large  high  schools  of  2000  to  3000  enrolment,  a  second  assistant 
in  the  library  should  be  appointed  in  addition  to  the  assistant  recom- 
mended for  a  school  of  looo  pupils.  This  assistant  should  have  the 
same  professional  training  as  the  first  assistant,  and  a  library  clerk 
or  page  or  pupil  pages  should  be  employed  to  assist  in  general 
manual  and  routine  work,  as  keeping  records  of  circulation,  listing 
books  for  purchase,  listing  books  at  bindery,  preparing  notices  on 
overdue  books  and  lost  books,  lettering  display  posters,  keeping 
books  in  order  on  shelves,  alphabetizing  and  filing  cards,  numbering 
books  and  pasting  labels  and  replacing  books  on  shelves.  The  work 
of  the  assistant  should  be  determined  by  the  librarian. 


LIBRARY   ORGANIZATION    FOR   SECONDARY    SCHOOLS  33 

3  Scientific   selection   and    care    of   books.     The    statement    of 
Attainable  Standards  also  applies  here.     It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

For  high  schools  not  exceeding  an  enrolment  of  1000  pupils, 
from  5000  to  8000  volumes,  not  including  duplicates,  carefully 
selected,  make  a  good  working  library. 

4  Instruction  in  the  use  of  books  and  libraries.     The  statement  of 
Attainable  Standards  also  applies  here.     It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

5  Adequate  appropriations.     The  statement  of  Attainable  Stand- 
ards also  applies  here.     It  is  suggested  that  the  recommendations 
be  adapted  to  specific  needs. 

High  schools  of  1000  to  3000  pupils  need  as  a  minimum  appropria- 
tion from  $300  to  $500  a  year;  from  $500  to  $1200  should  be 
appropriated.1  For  binding  and  rebinding,  high  schools  of  800  to 
looo  pupils  need  a  minimum  of  $40  a  year;  high  schools  of  1200  to 
3000  need  $75  a  year.2 

6  Supervision  of  school  libraries.     A  trained  librarian  should  be 
employed  by  the  State  Department  of  Education,  or  by  the  State 
Department  of  Education  in  cooperation  with  the  State  Library,  to 
act  as  supervisor  of  all  public  school  libraries  in  the  State  —  normal, 
high,  elementary  and  rural.     (In  New  York  this  official  is  the  School 
Library  Inspector,  State  Education  Department,  Albany.) 


1  Amounts  recommended  are  based  upon  prices  quoted  in   1917. 

2  When  the  library  is  new  it  is  evident  that  comparatively  little  rebind- 
ing will  be  necessary.     The  need  for  rebinding  and  repairing  increases 
with   the   age    of   the  library   and   with   the    increased  use  of   the  library 
materials. 


34  NEW    YORK    STATE   LIBRARY 

APPENDIX 

i     ACKNOWLEDGMENTS 

1  For  many  of  the  definite  recommendations  of  this  report  the 
committee  is  indebted  to  the  report  of  the  committee  on  library 
equipment  in  the  report  of  the  joint  committee  of  the  National 
Education  Association  and  National  Council  of  Teachers  of  English 
on  the  Reorganization  of  English  in  Secondary  Schools,  published 
by  the  Bureau  of  Education,  Washington,  D.  C. 

2  Reports  also  of  the  committees  of  the  National  Education  Asso- 
ciation, of  the  National  Society  for  the  Study  of  Education,  and  of 
the  American  Library  Association  have  been  freely  consulted. 

3  For  many  definite  recommendations  as  to  planning  and  equip- 
ping the  library  room  we  are  indebted  to  the  pamphlet  School 
Libraries  published  by  the  Library  Bureau,  New  York. 

4  Helpful  criticisms1  have  been  received  from  the  librarians  in 
the  Orange  Union  High  School  (350  pupils),  Orange,  Cal. ;  the  high 
school  (small  high  school),  White  Plains,  N.  Y. ;  the  Wausau  High 
School    (700  pupils),  Wausau,  Wis. ;  O'lean  High   School   (small 
high  school),  Olean,  N.  Y. ;  from  librarians  in  the  public  libraries 
of  Detroit,  Mich. ;  Cleveland,  Ohio ;  Portland,  Ore. ;  and  from  other 
persons  in  the  library  and  teaching  professions. 

2     REFERENCES 
i     General  References 

Ayres,  L.  P.  &  McKinnie,  Adele.  The  public  library  and  the 
public  schools  [Cleveland  Foundation  Survey  Committee,  Cleve- 
land, 1916.  250],  p.  59-66,  83-93 

Bardwell,  D.  L.     Phases  of  the  work  of  a  modern  high  school, 

Educational  Review,  April  1915,  49:367-78 
Emphasizes  the  importance  of  the  high  school  library. 

Barette,  E.  E.  The  use  of  the  library  as  an  aid  in  school-room 
work,  School  and  Society,  March  16,  1918,  7:309-12 

Booth,  M.  J.  Lists  of  material  which  may  be  obtained  free  or 
at  small  cost.  American  Library  Association,  78  E.  Wash- 
ington St.,  Chicago,  111.,  1915.  2i5c.  (A  later,  revised  edition 
was  published  by  Eastern  Illinois  State  Normal  School, 
Charleston,  111.  Free) 


1  Teachers  or  librarians,  or  others  who  feel  interested  to  make  con- 
structive Criticisms,  are  requested  to  write  Mr  C.  C.  Certain,  head  of  the 
department  of  English,  Cass  Technical  High  School,  Detroit,  Mich. 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  35 

Breck,   E.  J.     The  efficient  high-school  library,   English  Journal, 

1916,  5:10-19. 

Certain,  C.  C.  The  high-school  library,  Educational  Review,  June 

1917,  5476-82 

Davis,  E.  M.  &  Cowing,  Agnes.     Library  aids  for  teachers  and 

school  librarians.    H.  W.  Wilson  Co.,  New  York,  1916.    loc 
Contains  a  classified  bibliography. 
Davis,  J.  B.     High  school  library  of  the  next  decade,  Library 

Journal,  September  1919,  44:593-96 

The  reorganized  library  will  supplement  the  work  of  the  school  reorgan- 
ized to  conform  to  the  newer  demands  of  .education. 
Fletcher,    Mabel.     The   struggling   high    school   library,   English 

Journal,  1915,  4'357-6i 

Hall,    M.  E.     A  day  in  a  modern  high   school   library,   Public 
Libraries,  February  1918,  23  :5i-59 

—      Development   of    the   modern   high   school   library, 
Library  Journal,  September  1915,  40:627-32;  History  Teachers' 
Magazine,  1916,  7  ^6-49 
Defines  what  is  meant  by  a  "modern"  high  school  library. 

The  new  high   school  library   and   its  possibilities, 


Bulletin  of  High  Points  in  the  Work  of  the  High  Schools  of 
New  York  City,  May  1919,  v.  I,  no.  5,  p.  30-35 
There  is  a  great  future  for  the  new  dynamic  school  library  as  the  center 

of  life  of  the  modern  school  and  as  a  factor  of  preparation  of  students 

for  intelligent  citizenship. 

Hargreaves,  R.  T.  The  possibilities  of  the  high  school  library, 
National  Education  Association  Proceedings,  1915,  p.  730—34. 
See  also  the  National  Education  Association  Bulletin,  February 
1917,  papers  by  Charles  Hughes  Johnston,  Jesse  B.  Davis  and 
others. 

Hosic,  J.  F.  ed.  Report  of  the  committee  on  library  and  its  equip- 
ment. See  the  report  of  the  joint  committee  on  the  reorganiza- 
tion of  the  course  of  study  in  secondary  school  English,  Na- 
tional Council  of  Teachers  of  English  and  the  National  Educa- 
tion Association.  U.  S.  Bureau  of  Education,  Bui.  1917,  no.  2, 
p.  106-22 

Johnston,  W.  D.  Relation  of  the  library  to  the  teaching  of  Eng- 
lish, English  Journal,  1915,  4:21-27 

Keyes,  R.  K.  How  we  use  our  school  library,  English  Journal, 
1914,  3  :86-93 

Logasa,    Hannah.     Adapting   the   library   to   the   school,   Public 

Libraries,  February  1919,  24:41-43 
Shows  by  concrete  examples  how  the  high  school  library  may  cooperate 

with  the  other  departments. 


36  NEW  YORK  STATE  LIBRARY 

Morgan,  J.  E.  The  high  school  library  and  the  teacher-librarian 
movement,  School  and  Society,  February  14,  1920,  II :  188-91 

Powell,  Mrs  S.  H.  H.  The  children's  library  [H.  W.  Wilson  Co., 
New  York,  1917.  $1.75],  p.  81-127:  The  high  school  library 

Public  Libraries,  February  1918,  v.  23,  no.  2 :  School  library  number 

Public,  society  and  school  libraries.  Bureau  of  Education,  Bui. 
1915,  no.  25 

A  study  of  colleges  and  high  schools  in  the  North  Central  Asso- 
ciation.   U.  S.  Bureau  of  Education,  Bui.  1915,  no.  6 
Statistical  summary  of  the  library  facilities  available  to  high  schools  in 

the  territory  of  the  association. 

Ward,  G.  O.  The  high  school  library.  American  Library  Associa- 
tion, 78  E.  Washington  St.,  Chicago,  III,  1916.  loc 

*Wilson,  Martha.    School  library  management.    H.  W.  Wilson  Co., 

New  York  1919.    6oc 
A   manual   designed   to   offer  practical   suggestions   on   the    equipment, 

organization  and  administration  of  the  school  library. 

Wilson  Bulletin,  June  1916,  v.  I,  no.  7:   High  school  libraries  num- 
ber.   H.  W.  Wilson  Co.,  New  York 
Contains    (i)    excerpts  of  interesting  articles,    (2)    bibliographies,    (3) 

"List  of  Books  for  the  Browsing  Corner  of  the  High  School  Library," 

(4)  "A  List  <of  Inexpensive  Helps  for  the  High  School  Librarian."    Free. 

Young,  I.  M.  A  New  England  high  school  library,  English 
Journal,  1915,  4:571-76 

2     Housing  and  Equipment 

*League  of  Library  Commissions.  Small  .library  buildings. 
American  Library  Association,  78  E.  Washington  St.,  Chicago, 
111,  1908 

Nunn,  J.  H.  Planning  and  equipping  a  high  school  library, 
Public  Libraries,  November  1915,  20:406-9 

*School  Libraries.     Library  Bureau,  316  Broadway,  New  York. 

Free. 
Contains  photographs  and  plans  of  well-equipped  high  school  libraries 

and  valuable  data  as  to  specifications. 

Stearns,  L.  E.  Essentials  in  library  administration.  American 
Library  Association,  78  E.  Washington  st,  Chicago,  111,  1912 

*Wilson,  Martha.     School   library  management.     H.   W.   Wilson 

Co,  New  York  1919.    6oc 
For  description  of  equipment  of  modern  high  school  libraries 

see: 


*  Asterisk  denotes  pamphlet  of  special  value. 


LIBRARY   ORGANIZATION    FOR   SECONDARY    SCHOOLS  37 

*Hall,  M.  E.  The  girls  high  school  library,  Brooklyn,  N.  Y., 
Public  Libraries,  February  1918,  23  153-^55 

*Howard,  Clara.     The  Schenley  High  School,  Pittsburgh,  Public 

Libraries,  February  1918,  23  '.67-^69 
Catalogs  from  the  following  firms  will  be  suggestive:     Library 

Bureau,  Chicago  and  New  York  City ;  Gaylord  Brothers,  Syracuse, 

N.  Y. ;  Democrat  Printing  Co.,  Madison,  Wis. 

3     Books 

Fay,  L.  E.  &  Eaton,  A.  T.  Instruction  in  the  use  of  books  and 
libraries  [F.  W.  Faxon  Co.,  Boston,  1919.  $3.25],  p.  193-230: 
Selection  of  books  for  the  high  school  library 

High  School  Conference,  Urbana,  111.  Proceedings  of  the  con- 
ference of  November  18,  19,  20,  1915.  Illinois.  University. 
School  of  Education.  Bulletin  15 

Hollister,  H.  A.  ed.  Standards  for  high  school  library  content. 
Illinois.  University.  Bulletin  on  high  school  libraries,  April  16, 
1917,  v.  14,  no.  33 

National  Council  of  Teachers  of  English.  Reports :  (a)  Report 
of  committee  on  plays,  25c;  (b)  Report  of  committee  on  home 
reading,  ice;  (c)  Magazine  lists.  Published  by  the  National 
Council  of  Teachers  of  English,  68th  st.  and  Stewart  av.,  Chi- 
cago, 111. 

Chicago.  University.  School  of  Education.  University  High 
School.  List  of  books  suited  to  a  high-school  library.  U.  S. 
Bureau  of  Education,  Bui.  1913,  no.  35 

New  York  (State).  University.  School  Libraries  Division. 
Suggested  list  of  books  for  secondary  school  libraries.  1918 

Oregon.  Library  Commission.  Books  for  high  schools.  Salem, 
Ore.  1906 

Wilson,  Martha.  Books  for  high  school  libraries,  rev.  ed.  U.  S. 
Bureau  of  Education,  Bui.  1917,  no.  41.  I5c 

4     Professionally  Trained  Librarians 

American  Library  Association.  Statement  as  to  qualifications 
for  school  librarians  adopted  by  the  American  Library  Asso- 
ciation through  its  official  council,  May  28,  1914,  Library 
Journal,  September  1914,  39:692 

Bardw'ell,  D.  L.    The  duties  of  the  high  school  librarian  defined. 
(In  his  Reports  on  high  schools,  1914)     Department  of  Educa- 
tion, New  York  City,  p.  47-48 
Separate  pamphlet  to  accompany  the  sixteenth  annual  report  of  the  city 

superintendent- of  schools. 


*  Asterisk  denotes  pamphlet  of  special  value. 


38  NEW    YORK    STATE   LIBRARY 

Breck,  E.  J.  The  type  of  librarian  needed.  (In  her  Efficient  high- 
school  library,  English  Journal,  1916,  5:16-18) 

Fargo,  L.  F.  Appoint  the  trained  librarian  before  planning  the 
room  or  buying  books.  (In  her  Place  of  the  library  in  high 
school  education,  Education,  April  1913,  33:474) 

Hargreaves,  R.  T.  The  importance  of  the  work  of  the  high 
school  librarian  and  her  qualifications.  (In  his  Possibilities 
of  the  high  school  library,  National  Education  Association  Pro- 
ceedings, 1915,  p.  730-34) 

Johnston,  W.  D.  The  school  librarian,  training  and  status, 
Public  Libraries,  April  1915,  20:1151-154 

Minnesota.  State  High  Shool  Board.  Qualifications  and  library 
training  for  teacher-librarian  in  high  schools,  Library 
Journal,  September  1915,  40:649 

National  Council  of  Teachers  of  English.  Resolutions  concern- 
ing library  service  in  the  schools  and  qualifications  of  school 
librarians,  Library  Journal,  1914,  39:692 

With  sl'ght  modifications  these  were  adopted  by  the  American  Library 
Association. 

National  Education  Association.  Library  department.  Report 
of  the  committee  on  high  school  libraries  on  standards  of 
qualifications  recently  adopted  for  high  school  librarians  in 
different  cities.  National  Education  Association  Proceedings, 
1915,  p.  1064-73 

National  Education  Association.     Library  departments   Train- 
ing and  duties  of  the  high  school  librarian.    National  Educa- 
tion Association  Proceedings,  1912,  p.  1275-76.     In  report  of 
the  committee  on  high  school  libraries. 
5     Library  Instruction 

Davis,  E.  M.  &  Cowing,  Agnes.  Library  aids  for  teachers  and 
school  librarians  [H.  W.  Wilson  Co.,  New  York,  1916.  IDC], 
p.  22-23 

Hall,  M.  E.  Vocational  guidance  through  the  library.  American 
Library  Association,.  78  E.  Washington  St.,  Chicago,  111.,  1914. 

IOC 

Hopkins,  F.  M.  Reference'  guides  that  should  be  known. 
Rev.  ed.  A  series  of  ten  pamphlets,  each  one  devoted  to  a 
lesson,  requiring  two  recitation  periods,  on  some  one  phase, 
such  as  encyclopedias;  or  concordances;  or  atlases  etc. 
Adapted  especially  for  immediate  class  use.  Single  pamphlet 
25c;  quantities  at  special  rates.  The  Willard  Co.,  479  6th 
St.,  Detroit,  Mich. 


LIBRARY    ORGANIZATION    FOR    SECONDARY    SCHOOLS  39 

Lessons  on  the  use  of  the  school  library.  State  Department  of 
Public  Instruction,  Madison,  Wis.,  1915 

"Library  tour"  (roung  table),  English  Journal,  1915,  4:531-33 

Madison,  Elizabeth.  A  high-school  course  in  library  use,  English 
Journal,  1916,  5:196-207 

Severance,  H.  O.  A  library  primer  for  Missouri  high  schools. 
University  of  Missouri,  Columbia,  Mo.,  1915.  University  of 
Missouri  bulletin,  v.  16,  no.  30.  (Revised,  enlarged  ed.,  1917, 
Missouri  Book  Co.,  Columbia,  Mo.,  $1.25.) 

Ward,  G.  O.     Suggestive  outlines  and  methods  for  teaching  the 

use  of  the  library.     F.  W.  Faxon  Co.,  Boston,  1919.     $1.50 

6     Appropriations 

Ayres,  L.  P.  &  McKinnie,  Adele.  The  public  library  and  the 
public  schools.  Cleveland  Foundation  Survey  Committee,  Cleve- 
land, 1916.  25c 

Bardwell,  D.  L.  Report  on  high  school  libraries  in  New  York 
City,  Sixteenth  Annual  Report  of  the  Superintendent  of 
Schools,  New  York  City,  1914,  p.  43-50.  Department  of  Edu- 
cation, New  York  City 

Gives  tentative  budget  for  high  schools  of  1000,  2000,  3000  pupils,  equip- 
ment and  supplies  needed,  list  of  periodicals,  outline  of  lessons. 

Newberry,  M.  A.  A  normal  budget  for  the  high  school  library, 
National  Education  Association  Proceedings,  1914,  p.  817-20 

Williams,   Sherman.     High  school  library  problems,   New   York 

Libraries,  February  1915,  4:174-78 
Better  choice  of  books  and  larger  appropriations. 


"  When  Johann  Gutenberg  in  his  secret  workshop  poured  the 
molten  metal  into  the  rough  matrices  he  had  cut  for  separate  types, 
the  instrument  for  the  spread  of  democracy  was  created.  When 
early  Cavaliers  and  Puritans  planted  the  crude  beginnings  of  free 
public  schools,  the  forces  of  democracy  were  multiplied.  When 
half  a  century  ago  the  first  meager  beginnings  of  the  public  library 
movement  were  evolved>  democracy  was  for  all  time  assured.  The 
world  was  old  when  typography  was  invented.  Less  than  five 
centuries  have  passed  since  then,  and  in  this  interval  —  but  a  brief 
period  in  the  long  history  of  human  endeavor  —  there  has  been  more 
enlargement  of  opportunity  for  the  average  man  and  woman  than  in 
all  the  time  that  went  before.  Without  the  instrumentality  of  the 
printed  page,  without  the  reproductive  processes  that  give  to  all  the 
world  in  myriad  tongues  the  thought  of  all  the  centuries,  slavery, 
serfdom  and  feudalism  would  still  shackle  the  millions  not  so 
fortunate  as  to  be  born  to  purple  and  ermine  and  fine  linen.  The 
evolution  of  the  book  is  therefore  the  history  of  the  unfoldment 
of  human  rights. 

"  In  medieval  days,  the  heralds  of  civilization  were  the  warrior, 
the  missionary,  the  explorer  and  the  troubadour;  in  modern  times 
civilization  is  carried  forward  by  the  chemist,  the  engineer,  the 
captain  of  industry,  and  the  interpreter  of  life  —  whether  the 
medium  utilized  be  pen  or  brush  or  voice.  Without  vision  civiliza- 
tion would  perish,  and  so  it  may  well  be  that  the  printed  page  shall 
serve  as  a  symbol  of  its  supreme  vision.  Within  the  compass  of 
the  book  sincerely  written,  rightly  chosen,  and  well  used  are  con- 
tained the  three  chief  elements  which  justify  the  library  of  the 
people  —  information,  education,  recreation." — Henry  E.  J.enler 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 


